Friday

Today - we will look at BOOK 10 of The Odyssey. 

Go HERE



Thursday

Today - you need to finish your blog entries for The Odyssey Books 5-8 and read Book 9: THE MONSTER SECTION.

HOMEWORK: Work on Persuasive Essays.

Reading Schedule

4/29 - Book 8
4/30 - Books 9
5/1 - Books 10
5/4 - Books 11-12
5/5 - Books 13-14
5/6 - Books 15-16
5/7 - Books 17-18
5/8 - Books 19-20
5/11 - Books 21-22
5/12 - Book 23
5/13 - Book 24
5/14 - Review for Final
5/15 - Review for Final
5/19 (TUESDAY) - FINAL

Vocabulary

Prudence
Baleful
Libation
Precedence
Glutton
Harangue
Rapine
Scion
Insidious
Chastise
Succumb
Auspicious
Lucid
Audacity

Monday

Today - I'm going to hand back your 2nd drafts of your persuasive essays, and then we will read Book 6 of The Odyssey.

HOMEWORK: Work on FINAL DRAFTS of essays.  Essays will be due May 4th.  No Exceptions!

The Odyssey

Today we are going to discuss HELEN of SPARTA and Book 4 of the Odyssey.

Who was Helen?  What was Helen?  What theme or symbol does she reinforce?

HELEN

What was BOOKS 1-4 about.  Briefly write a summary of BOOKS 1-4, create a list of characters, a literary element in these books, and the major theme this section reinforces.

HW: Book 5.

The Odyssey

Today we are going to read Books 3-4.

Remember Books 1-4 form one complete unit.  Tonight you'll need to summarizes these first four books, create a list of characters, and connect the books to one major theme.

Odyssey

Today we are going to read books 1-2.  HOMEWORK - outline what happens on your blogs.

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by creating a video/powerpoint that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts. 

Scale/Rubric relating to learning goal:

4 – The student is able to show an understanding of the Odyssey as an Epic Poem by creating a video/powerpoint that not only lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts, but also relates the Odyssey to contemporary society. 

3 – The student can show an understanding of the Odyssey as an Epic Poem by creating a video/powerpoint that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

2 – With some direction/help from the teacher the student can show an understanding of the Odyssey as an Epic Poem by creating a video/pointpower that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

1 – Even with help from the teacher the student is unable to show an understanding of the Odyssey as an Epic Poem by creating a video/powerpoint that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  At the end of this unit students will be able to
THEMES:
Be able to show three examples from the text to back up each of the following:
Loyalty
Hospitality
Pride/Arrogance
Coming of Age
Forgetting (or the evils of drugs and women)
MOTIFS:
Be able to explain the following and why they are used:
Storytelling
Back story of Troy
Agammenon/Clytaimnestra

Other Epic elements:
Starts “in the middle of things”; Odysseus’ tragic flaw; sports


SYMBOLS:
Be able to explain the following:
Birds (especially eagles); Hades; Odyssey’s Wound

GODS (know the following and what they do in the text)::
Athena; Poseidon; Hermes; Zeus; Helios
SEDUCTRESSES: (know the following and their purpose)
Helen; Calypso; Circe; Sirens


CHARACTERS:
Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)
Agammenon Amphinomos
Achilles Telemachos
Helen Laertes
Menelaus Penelope
Aias (Ajax) Antinoos
Orestes Eurymachos
Nestor Lotus Eaters
Mentor Ciconians
Nausicaa Polyphemos
Alcinoos Scylla
Arete Charybdis
Emaios Aiolos
Theoclymenos Elpenor
Melanthios Teiresias
Arnaios Eurylochos
Eurycleia Cassandra
Tityo Tantalus
Sisyphus

Persuasive Essays

Today - you need to use the class to work on your 2nd drafts of your persuasive essays.  If you need help I will come around and talk with you.

Note - make sure you have a defendable thesis statement and look for the following -

1) Personal Connection
2) Expert Testimony
3) Facts, statistics, logical arguments
4) Rebuttal of opposing points
5) Audience - "So What" - why should they care
6) Radical new twist on old topics, or a "New" topic currently in the news

Today - we are going to review the rubric and map your progress on your persuasive essay.  Then, we will discuss conclusions and how to write an effective conclusion.

First - lets revisit the rubric:

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Thesis Statement, Ideas, Defining your argument, backing up your argument with proof	Ideas are fresh and original. Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea. Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions. Information is limited or unclear. Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out. Clear beginning, middle and end. Details fit where placed.	Appropriate title. Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning. Attempted ending.  Logical sequencing.  Key ideas are beginning to surface. Readable.	Paper is hard to follow because transitions are weak or absent. There is no clear beginning or ending.  Ideas may not fit together or ramble. Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions. Work is engaging and persuades	Personal treatment of standard topic. Perspective becomes evident.  Some sense of audience. Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted. Predictable treatment of topic.  Energy lacking.  Audience could be anyone. Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words. Vivid images. Avoids repetitions, clichés, vagueness.  Use of figurative language. Everyday words are used well.	Uses favorite words correctly. Experiments with new words. Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang. Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety. Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths. Natural flow and rhythm.  Writing is not wordy.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning. Sections have rhythm and flow. Writing could be cut to avoid wordiness.	Sentences are choppy, incomplete, rambling or awkward. Meanings are not always clear. Words are strung together. Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.). However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools	Uses 4 or more tools: expert testimony, quality of reasoning, points out flaws in opposing views, appeal to audience self-interests, radically different topics or new twists on old topics	Uses 2-3 tools.	Relies heavily on one tool.	Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Objective: Students will be able to write an effective conclusion.

You will be working on your conclusion.  Today, we will be talking about conclusions and looking at a few sources to help you.

For one view on conclusions go HERE

You can also look at the UNC Writing Center's advice on conclusions by going HERE

Remember, your 2nd draft of your essay is due on Wednesday.   We will put this on the SmartBoard and workshop them.

Thesis and Order of Development

Today - I want you to post your thesis statement and order of development to your blog.  Then we will talk about MLA Citations, and research.

Today, I want you to work on putting together your in-text citations and start on you works cited page.  If you have trouble with this go here (there is also a MLA works cited generator that you can use: go here or here

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

Unit Learning goal: Students will be able to research, write and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.    



Scale/Rubric relating to learning goal:

4 – The student can write and perform an original persuasive speech that that takes a side on an issue and successfully argues for that side using all six elements of persuasion.  The writing and performance are both exemplarily effective. 
3 – The student is able to write an original and perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   
2 – With some direction/help from the teacher the student is able to write and perform an original persuasive essay that takes a side on an issue and/or successfully argues for that side.   
 1 – Even with help from the teacher the student is unable to write and/or perform an original persuasive essay that takes a side on an issue and successfully argues for that side.   

	Exceeds the Standard	Meets the Standard	Needs Improvement	Not Evident
Thesis Statement, Ideas, Defining your argument, backing up your argument with proof	Ideas are fresh and original. Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea. Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions. Information is limited or unclear. Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out. Clear beginning, middle and end. Details fit where placed.	Appropriate title. Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning. Attempted ending.  Logical sequencing.  Key ideas are beginning to surface. Readable.	Paper is hard to follow because transitions are weak or absent. There is no clear beginning or ending.  Ideas may not fit together or ramble. Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions. Work is engaging and persuades	Personal treatment of standard topic. Perspective becomes evident.  Some sense of audience. Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted. Predictable treatment of topic.  Energy lacking.  Audience could be anyone. Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words. Vivid images. Avoids repetitions, clichés, vagueness.  Use of figurative language. Everyday words are used well.	Uses favorite words correctly. Experiments with new words. Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang. Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety. Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths. Natural flow and rhythm.  Writing is not wordy.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning. Sections have rhythm and flow. Writing could be cut to avoid wordiness.	Sentences are choppy, incomplete, rambling or awkward. Meanings are not always clear. Words are strung together. Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.). However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools	Uses 4 or more tools: expert testimony, quality of reasoning, points out flaws in opposing views, appeal to audience self-interests, radically different topics or new twists on old topics	Uses 2-3 tools.	Relies heavily on one tool.	Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Thesis Statement

Your thesis statement directs all of the ideas, quote selection, and commentary in your essay. Therefore, a muddled or imprecise thesis statement will lead to an unclear or meaningless essay.

A thesis statement is NOT:

1. An abstract concept. For example, “Greed” is not a thesis statement.

2. A general “universal” truth. For example, the following sentence is not a thesis statement: “For thousands of years, man has been greedy.”

A thesis statement IS a statement that provides direction for the analysis of a theme or idea presented by a particular text. Therefore, in order to construct an effective thesis statement, you must first determine what a text is suggesting about an abstract concept (like greed, for example).
Your thesis statement will address an abstract concept PLUS the evaluation of that concept through a particular text.

A thesis statement for “The Pardoner’s Tale” might address the abstract concept of greed as it is handled in the story. The first two examples are NOT thesis statements. The third one is a complete thesis statement:

a. Greed is something that man has struggled with for centuries, as demonstrated in “The Pardoner’s Tale” by Chaucer. (Abstract Concept Only)

b. “The Pardoner’s Tale,” written by Chaucer, is a story about how three men kill one another while looking for Death. (Plot Summary)

c. “The Pardoner’s Tale,” written by Chaucer, suggests that the “deadly” sin of greed is stronger than any oath of friendship, and will ultimately lead those who give into its allure to their own destruction.

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

For in-text citations go HERE and HERE

Remember always you PURDUE on-line for MLA Citations go HERE

Debates and Research Topics

Today we are going to listen to Alex and Kiara's debate and then begin to research topics for our persuasive essays.

Some places you go include

DemocracyNow

NFL

or HERE